Pre-Service Preparation Program

Completion of an approved Pre-Service Program is one requirement to become intern eligible. Pre-Service coursework is designed to introduce students to various aspects of the teaching profession. As a requirement of the California Commission on Teacher Credentialing (CCTC), understanding the needs of English learners is a major emphasis of the coursework within the Pre-Service Program. TCSJ offers Pre-Service coursework every semester on a “first-come, first-served” basis.

Candidates earning their Preliminary Teaching Credential through an Internship Program (e.g. IMPACT Intern Program), must first complete a pre-service preparation program (minimum of 120 clock hours). Pre-Service includes (but is not limited to) foundational preparation in classroom management and planning, reading/language arts, human development, and specific content regarding teaching English learners.

Eligibility Requirements for TCSJ’s Pre-Service Program (Pre-Requisite Program for the IMPACT Intern Program)*:

• Bachelor’s Degree or higher from a regionally accredited institution.
  • If a bachelor’s degree has not been posted to your transcript, you must provide a letter from your academic institution on letterhead (from the registrar or appropriate designee), stating that you have completed all requirements for the degree and the date that the degree will be officially conferred.
  • If your degree was completed from an institution outside of the US, you must get your transcripts evaluated from an approved agency confirming an equivalent degree. View Approved Agencies
• United States Constitution Requirement Learn More
• Certificate of Clearance or valid document issued by the California Commission on Teacher Credentialing View Details, View Tutorial Video
• Letter of Good Standing (Only required if the applicant has been enrolled in or is currently enrolled in a teacher preparation program at another institution.)

If all eligibility requirements are met, apply online at https://apply.teacherscollegesj.edu/.

*Pre-Service Preparation students can complete the subject matter competency requirement (e.g. CSET exams) WHILE enrolled in and taking Pre-Service Program coursework.

TCSJ offers the Pre-Service Program every semester in Stockton and Ceres on a “first-come, first-served” basis.

Submitting an application:

• Step 1: Visit our application portal at apply.teacherscollegesj.edu.
• Step 2: Create an Account
• Step 3: Once you account is set up, login and create your application
• Step 4: Complete all tabs within the application (and upload all required documents)
• Step 5: Pay the non-refundable application fee
• Step 6: Submit your application!

Once you submit your application, we recommend you log back into the portal regularly to check for any application updates. 

Transcripts:

Official transcripts are required from all colleges*. Please order ASAP and view mailing instructions below:

• MAILED official transcripts should be addressed to: Teachers College of San Joaquin, Attn: Admissions, P.O. BOX 213030, Stockton, CA 95213

• ELECTRONIC official transcripts must be sent to: tcsjadmissions@sjcoe.net

*If you received your degree outside of the United States, we must receive an official transcript evaluation confirming a bachelor’s degree or higher degree. Learn more at Foreign Transcript Evaluation.

PRE-SERVICE EXPIRATION: Successful completion of Pre-Service does not “expire”, however requirements are subject to change based on CTC standards and requirements. To be intern-eligible, candidates must complete requirements based on the most current standards. Pre-Service completed prior to 2021 is not aligned with current standards and expectations. While some courses may still be valid, updated coursework is required to fulfill intern eligibility requirements.

COURSEWORK (9 UNITS):

EDUC100 TECHNOLOGY TO SUPPORT TEACHING & LEARNING (1)
Educational technology refers to various tools, applications, and resources that can be used to facilitate teaching and learning. With an introduction to the International Society for Technology in Education (ISTE) standards for students and educators, candidates will explore technology as a tool to improve the teaching and learning process. In this introductory course, candidates will learn to use various tools to increase student interaction and access to the curriculum, present content, build community, and assess learning.

EDUC101 SETTING THE STAGE FOR LEARNING (2)
California is a state rich in diversity. Preparing to effectively teach all learners is a complex responsibility. In this course, candidates are introduced to the California Teaching Performance Expectations (TPEs), which provide guidance for teaching practices and meeting the needs of all students. Cultural and linguistic backgrounds, assets, and needs of students will be examined and discussed as they apply to teaching and learning. Emphasis is placed on the need for a climate of caring, respect and fairness for all students. Establishing a physically, socially, emotionally, and safe environment is explored in relation to classroom management and learning. The Universal Design for Learning (UDL) and Positive Behavior Interventions and Supports (PBIS) Frameworks will be examined. Candidates explore techniques that foster learning and use motivation as a key to discipline. Personal, professional, legal and ethical issues related to meeting the needs of all learners are explored.

EDUC102 EQUITABLE ACCESS FOR ENGLISH LEARNERS (2)
Developing an understanding of how to provide English learners equitable access to the state adopted content standards is the focus of this course. An introduction to EL identification, first and second language acquisition theories and understanding students’ needs and assets will provide a foundation to support English learners. Candidates will examine how the ELD Standards are used by all teachers in tandem with Content standards to support content, language and literacy development.
Research-based practices will be introduced to support the development of broadly literate individuals who can be successful in college, career and civic life in the 21st Century. These practices will be applied to the Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) Frameworks.

EDUC103 PLANNING INSTRUCTION (2)
Understanding how students develop cognitively, socially and emotionally, lays the foundation for this course. Using current research about how people learn, candidates will examine ways to create learning environments and practices appropriate for all students. With a focus on providing universal access, candidates will be introduced to standards-based lesson design with an understanding of student variability, and the role instructors play in meeting individual needs while validating each student’s culture and assets. Collaboration with students, families, care takers, colleagues and support staff, as a tool for supporting every student will be emphasized.

EDUC104 PREPARING TO TEACH READING (1)
An introduction to the developmental stages of literacy is the focus of this course. Candidates are provided explicit instruction in creating a motivating, literacy rich environment which integrates reading, writing, listening, and speaking for a full range of learners. The role of read-alouds is emphasized to engage learners of all ages in literacy development. Shared responsibility of caretakers and the school community in students’ literacy development is identified.

EDUC105 PREPARING TO TEACH AND ASSESS (1)
The cyclical process and practice of curricular planning, teaching, assessing, and analyzing student work to guide instruction for all students inclusive of diverse student populations, is a practice all educators must embrace. In this course candidates will gain an understanding of this cyclical process within the Multi-tiered Systems of Supports (MTSS) model as it pertains to access for all, curriculum, instruction, interventions, progress monitoring, and data driven decisions. Candidates practice effective standards-based lesson design, incorporating principles of Universal Design for Learning (UDL). A variety of accommodations and modifications will be introduced. This course will expose candidates to various types of assessment, i.e. diagnostic, informal, student self-assessment, and formal, and how they are utilized for student progress monitoring and guiding instructional and intervention practices.

Subject Matter Coursework Evaluation Details*:

* For your subject matter coursework to be evaluated, you must be currently or previously enrolled at TCSJ.

TCSJ conducts our own Subject Matter coursework evaluation. External evaluations may also be considered within our review process at the College’s discretion. 

Evaluations cover one content area. If additional coursework in the same content area needs to be evaluated after the initial evaluation, a new petition form and extra fees must be submitted.

To have your coursework evaluated for subject matter competency by TCSJ, follow these steps: 

1. Begin by applying to our pre-service preparation program.

2. Students who are eligible for Subject Matter review will be notified by their program coordinator via email containing the petition link.

3. Before completing the petition, we recommend you review your college coursework to see if it meets the following requirements:

a) Domains of the Subject Matter Requirements for each credential area and the chart by subtest.

b) The courses must be completed with a “C-” or better.

c) The courses must be degree applicable (AA degree applicable is OK).

d) For foreign transcripts, course syllabi is highly recommended for a more accurate review.

4. Please note that there is a $145 Subject Matter coursework evaluation fee. 

5. Your evaluation will be finalized within 15 days once we have received the following: your submitted petition for subject matter review, payment of the $145 coursework evaluation fee, and official transcripts of the coursework you wish to have evaluated.

Questions? Contact our admissions department at tcsjadmissions@sjcoe.net

Pre-Service Preparation Program coursework is offered in-person and year-round in Stockton (2721 Transworld Dr.) and Ceres (Central Valley High School, 4033 Central Ave.). Please be aware that enrollment in the program is on a first-come, first-served basis, so we encourage applicants to submit a COMPLETED application and pay the enrollment deposit ASAP to secure the cohort of their choosing.*

* All schedules are subject to change pending enrollment. Continue to check this web page for upcoming pre-service cohorts.

STOCKTON CAMPUS COHORTS:

Please visit the Tuition & Fees page for full details.

Students Transferring from other Teacher/Administrator Preparation Programs

Coursework completed from a regionally accredited college or university is eligible to be evaluated for transfer credit work with the following restrictions:

• Only 8 units or less can be transferred.
• Only courses completed within the last 7 years will be considered.
• Only courses that qualify for graduate credit by an accredited institution can be transferred. *Exception: Integrated credential coursework completed as an undergraduate may be considered pending review of transcripts and course descriptions.
• Only courses in which a grade of C or better can be transferred.

Enrolled candidates must receive pre-approval prior to taking a course at another regionally accredited institution in order to have credits be considered as transferrable.

Candidates may submit transcripts and other requested documentation to the program director for review. Transfer credit will be granted on an individual basis and the program director will assign equivalencies (“E” grade, no units) for approved coursework only.

If needed, the program director shall consult with the President of TCSJ or an academic designee regarding granting equivalencies. The President has the authority to overrule policy.

Note: No transfer credit/equivalencies will be granted for any course in the Masters Core. All students must complete a minimum of 17 units at TCSJ to be eligible for a Masters in Education.


Transfer Course Equivalency Form

• Successfully complete all 9 units of Pre-Service coursework
• Complete six hours of observations in a variety of settings
• Pre-Service Program tuition and fee charges must be paid in full
• Satisfy Subject Matter Competency requirement

Contact our Pre-Service Program Coordinator:

Shelly Dressel, sdressel@sjcoe.net

Book an appointment with Shelly HERE.